MAUS: Analysis of One Page



AP English Language and CompositionSummer Assignment for Ms. Pruden and Ms. Heaney2015Summer Assignment: 1. Carefully read the school-wide reading book: I am Malala (Young Readers Edition) and complete your I am Malala (Young Readers Edition) Close Reading Summer Assignment (located in this packet and on the school website).2. Carefully read ONE of the five non-fiction books and thoughtfully complete a well-written Introduction to Analyzing Arguments assignment. *Be prepared for a test on the readings [I am Malala (Young Readers Edition) and your choice non-fiction book] when you return. The books are available at the library for check-out on June 15. There are limited numbers of each text in the library, so if your selection is gone, you may see Ms. Pruden on June 17 to see what is available or obtain the books on your own. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James W. LoewenThe Overachievers by Alexandra RobbinsNickel and Dimed: On (Not) Getting by in America by Barbra EhrenreichFast Food Nation by Eric SchlosserOn Writing Well (30th Anniversary Edition) by William Zinsser*Study your Rhetorical Strategies Glossary (Be ready for a test) and complete the Rhetorical Strategies: in Application chart.3. Read a second non-fiction book from the above list and successfully complete the assignment Introduction to Analyzing Arguments assignment for extra credit.On the first day you return to school (September 1), you will hand one of us: _____ Completed and typed I am Malala (Young Readers Edition) School-wide Assignment _____ Completed and typed Rhetorical Strategies: In Application chart for your non-fiction bookDue September 8:_____ Completed and typed Introduction to Analyzing Arguments assignment for your non-fiction book. _____ Extra Credit (Completed and typed second Introduction to Analyzing Arguments assignment for a 2nd book you read.)(Note: These are all individual assignments and not “partner work.”)Contact Information: Ms. Pruden and Ms. Heaney are here to help you over the summer. Your first assignment is to sign up for the AP Summer Class on BOTH Remind and Google Classroom. You may sign-up using your cell phone or e-mail for Remind. Please see the last page of this packet for information about Remind. For Google Classroom, the code is a852u7Your first assignment for the course is to enroll in the class on Remind AND Google Classroom by June 17. If you do this, you will receive extra credit next year and you will help create your ethos as a scholar. If you miss the deadline of the 17th, you will miss the extra credit, but you will still be receiving the occasional update or clarification if you join. If you have a question this summer, please e-mail Ms. Pruden at suzanne.pruden@sausd.us (if your last name begins with A-M) or Ms. Heaney at tessa.heany@sausd.us (if your last name begins with N-Z). Guidelines:Do your own work! We, of course, are looking to see your original insights. No act of plagiarism will be tolerated, so it is best not to even show your paper to any other student. There have been cases when a student claims he just “showed” his paper to another student and did not know that student would copy his ideas and words. Giving your paper to another student is as bad as copying from another student, so please do not engage in this risky behavior. Anyone caught plagiarizing another source or person will earn a zero and a Saturday school at the very least. Anyone caught showing his or her work to be plagiarized will earn a zero and a Saturday school at the least. Though you will turn in a hard copy of your work on the first day of school, your work will be submitted to during the first week of school. Beyond the risk of getting caught, you want to live your life in the most ethical way possible, so please be the good person we know you are.Type! Type your work. You will be submitting two files to (one per assignment), so save your work on your school Google Drive.Be creative and correct! Not only will we be looking at your amazing analysis and insights, but we will also be assessing your writing ability. Proofread what you type and use grammar and spell check carefully. These take a long time for us to grade, so we want to be reading your best work. I am Malala (Young Readers Edition) School-wide AssignmentSince we will be working with this book at the beginning of the year, please use this assignment to keep track of your thoughts and analyses.*Sophomores, Juniors, and Seniors, are expected to turn in a typed, completed, and printed assignment to their English teacher on the first day of school. *You will submit this to during the first week of school, so please make sure your words and ideas are your own. This is an individual assignment. ?Please do your own work. Author: Publishing Year:Themes: A theme is a message; it is a comment by the author about society, people’s behavior, or the human condition. A theme is a complete idea. It is a sentence; it is not just a word. After reading the novel, what two themes could you find?____________________________________________________________________________________________________________________________________________________Evidence for one theme: Write and cite a line from the book that supports one of your themes. After you have done that, highlight or circle the theme you have selected. “_____________________________________________________________________________________________________________________________________________________________________” ( ).Figurative Language: Figurative language refers to similes, metaphors, personification, or hyperbole that should not be taken literally. Please quote your favorite example of figurative language and write if it is a simile, metaphor, personification, or hyperbole. “___________________________________________________________________________________________________________________________________________________________” ( ).Type of Figurative Language: ___________Figurative Language Analysis: Using your quoted example of figurative language from the left-hand side of this box, analyze (look at something closely in a methodical way) the language used. What effect does this type of figurative language have on characterization or theme? (Please answer using complete sentences.)Purpose: The purpose of a text is the reason the text has been written. ?Consider the reasons why Yousafzai wrote this book. ?Based on your reading, select two purposes that you believe she had for creating this book. ?(Sample purposes: ?to entertain, to reflect, to describe, to evaluate, to inform, to argue, to persuade, to instruct). Using the sample purposes above, write two statements that are more specific that show two purposes Malala had. ?(Example: ?Malala wrote I am Malala in order to inform _________ about ___________ so that they would ___________.)1.2.Foreshadowing: ?Foreshadowing is a literary device in which a writer gives the reader a hint about events to come in the story. Malala Yousafzai says, “I’d had a strange, gnawing feeling that something bad was going to happen.” (9) What does this foreshadow? Why does she foreshadow? (Please answer using complete sentences.)Why do you think education is important to Malala? (Please answer using complete sentences.)How does the author show that Malala is BOTH an ordinary teenager and an educational activist? ?(Please answer using complete sentences.)Plot and Structure: The book is divided into five parts (see the table of contents). ?Please write a brief summary in your own words about each of the five sections. ?You may expand this box if you are typing (tenth, eleventh, and twelfth graders) or attach a separate sheet of paper (if you are an incoming ninth grader). Use complete sentences. Response: ?Share your thoughts about the characters, their stories, your reactions, and more. You may expand this box if you are typing (tenth, eleventh, and twelfth graders) or attach a separate sheet of paper (if you are an incoming ninth grader). ?Use complete sentences. One question derived from the reading you would like to discuss when we return:One comment about the reading you would like to share when we return:Introduction to Analyzing Arguments: A Step-by-Step StartWe are looking to see a multi-paged assignment (not one full essay; this is a series of essay-type responses) that clearly states the central argument in the book, provides effective textual examples (properly cited, of course) for each answer, and explores the very nature of your non-fiction book. Please make sure your responses for each number are in paragraph(s) form, are word-processed, and are articulate. As you compose each written response, make sure you are having complete responses. Please use MLA format (double spacing, 1-inch margins, 12-point font) and number your responses. Logos/Logic: Use cited and embedded textual evidence and plenty of your own prose for each question.1. What is the topic? Be as specific as you can as you summarize the issue, but don’t forget about style. Being logical does not mean that you cannot showcase a sophisticated prose style. In this response, tell us what the book is about, major characters, events, and more. Remember, you are establishing your ethos right here.2. What is the main claim/thesis/overall, main message? The claim is a statement of what the argument is about, or what listeners (or readers) are expected to accept.? Therefore, any effective argument will present a clear and unambiguous claim.?Claims should be debatable and tend to be controversial. The author is not just writing a story; this is an argument. Please state the argument and provide cited textual evidence.3. Is there reliable evidence to support the claim? Facts, statistics, surveys, polls, studies, testimonies, anecdotes, and interviews are all examples of ways a person can provide evidence for support. Discuss some of the evidence (again, use textual support) and comment on its usefulness and credibility. 4. What do these details tell you about the writer’s assumptions about the knowledge and experience of the readers? Explain the intended audience and the writer’s assumptions about that audience.Ethos/Credibility—Why should we listen to this author? Use cited and embedded textual evidence and plenty of your own prose for each question.5. Is the author well informed? How do you know? Give examples and comment on them.6. Does the piece offer different sides of the argument (counter-arguments)? Explain, provide examples, and comment on them. (Note: in the past, students have mentioned that they could not find these. They are there…in each book. When does the author show the other side of his or her argument?)7. How does the author portray himself or herself as a credible individual? Look at if he/she introduces himself/herself, establishes authority, and establishes a connection with the reader and the subject. Provide examples and commentary on the establishment of credibility.Pathos/Feelings/Passion—Why should we care? What is the significance? Use cited and embedded textual evidence and plenty of your own prose for each question.8. Describe the tone and why it is used. Provide two words that describe the tone and provide examples and commentary about the effectiveness and purpose of the tone.9. Describe the diction and discuss its effect and purpose. Diction is the writer’s choices of words. How would you describe the diction? (Example: Is it scholarly and elevated? Informal and casual? These are just examples. There are thousands of ways to describe diction.) You are not limited to the previous suggestions; please use other more appropriate descriptors for the diction in your book. Please discuss a quotation, and focus on individual words and phrases that were chosen. Comment on the purpose and effect of the diction in your quotation. 10. Big picture. Does the author say how the issues affect him/her and society? Please explain with support and commentary.11. How does the author help you feel connected to the issue? What techniques does he/she use as a writer? Explain and give examples.Evaluation Use cited and embedded textual evidence and plenty of your own prose for each question.12. What is the purpose of the argument, do you think?13. Overall, is the argument sound? Does the author make logical claims and prove them well? Sum up and discuss.14. Did the author convince you of his or her point of view on any issues? It is possible to hear a good argument and still not be fully persuaded to change. Discuss what you will take away from this argument and how much your point of view was supported, enlightened, or changed.15. How do you feel now that you have read this book? What is your reaction and overall evaluation of the book? 16. Reflection. What moment from the book stands out to you now? This is the section, story, point of the book that you will most remember. Connections Use cited and embedded textual evidence and plenty of your own prose for each question.17. Connect this work to another text you have read, and explain the connection and significance of the comparison. 18. Connect this work to some aspect of your own life, and explain the connection and significance of the comparison. 19. Connect this work to some event from the world outside of your sphere (a current even or historical event), and explain the connection and significance of the comparison.Citation20. Because you have used plenty of parenthetically cited quotations in your assignment, you will need a work cited page attached to the end. Please refer to your Godinez Writing Handbook, your notes from sophomore year, or a proper MLA website for examples of a correct MLA 2009 works cited.Here is an excerpt (not a complete answer) from a response for #7. This does the job and would earn a B. To earn an A, you need to really go above minimum expectations. This is the year to push yourself!Alexandra Robbins portrays herself as a credible individual because "as a journalist, she views her role as that of an observer, not a participant" (5). She also establishes her authority as a former Whitman student who has witnessed first-hand accounts of what it is like to be an overachiever. She shows herself as more knowledgeable than another writer because she is both a journalist and a former high school overachiever. Robbins is credible because she does not interfere with the ideals of the overachievers, and because she is a journalist, she has the access of interviewing professionals who have access to statistics and anecdotes to help her attain and showcase her knowledge on the subject. For example, Robbins interviewed a college guidance counselor named Vera who conveys Julie as "not a great student who isn't getting into a top college" (5). This comment about a wonderful student epitomizes the argument that it is not enough (to some) to have perfect grades while balancing a normal life. Robbins’ interviews add assurance to her stance and establish a connection that readers can relate to because it persuades the reader to sympathize with the overachievers. The author is able to communicate with both professionals and the high-schoolers, so her credibility helps the audience gain multiple perspectives of the issue of an overachiever culture. The above answer is meant to show you that the writer properly embedded quotations, gave a thoughtful response, maintained an academic writing style, and showed himself/herself as a student interested in the world. To earn an A, you will need to bring in your own voice and additional analysis. Tips:Do not wait until the last minute. That is when you may feel the pressure to partake in unsavory practices like not reading the book or plagiarizing.Refer to the writer by the full name once and then by the last name only every other time. You wouldn’t write about Shakespeare by calling him William, give these writers the same respect.Give a thoughtful response for each question. Send a polite e-mail to Ms. Pruden or Ms. Heaney (depending on your last name) if you have a question.Take notes in your book, so you will remember it for the test and for this assignment.Analyze; do not praise. Tell me how the simile supports an author’s message – not that the author is a good writer for using a simile.Eliminate “I think,” “I believe,” “In my opinion” phrases. These are hedge phrases that unconfident writers hide behind.Proofread! Nothing ruins your ethos more than errors.Rhetorical Strategies GlossaryRhetorical strategies are techniques writers use to create a particular effect. All writers use some type of rhetorical strategies to help them express ideas and evoke responses in their readers. (This handout should be placed in your AP English Language Binder for the year!)Directions: Make sure you review these terms and think carefully about their use in your choice book so that you will be ready to take a test on them, can apply them throughout the year, and can appreciate their aesthetics and function for a lifetime.DeviceDefinitionFunctionExampleAnalogyA similarity or comparison between two different things or the relationship between them. An analogy can explain something unfamiliar by associating it with or pointing out its similarity to something more familiar.to make a pointed comparison, often a very powerful comparison; to make writing more vivid, imaginative, or intellectually engaging“Pupils are more…oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the riches within.” – Sydney J. HarrisMetaphor/simileA figure of speech using implied comparison of seemingly unlike things or the substitution of one for the other, suggesting some similarity.to make a pointed comparison, often a very powerful comparison; to make writing more vivid, imaginative, thought provoking, and meaningfulMetaphor: The sunrise blossomed into a beautiful morning with a fragrance that stimulated the senses of those who saw it.Simile: The Northern Lights glimmered across the midnight sky like a princess’ shimmering tiara.HyperboleA figure of speech using deliberate exaggeration or overstatement.Hyperboles often have a comic effect; however, a serious effect is also possible.to provoke a response, to cast something in a strong light; often, hyperbole produces ironyMy sister wears so much makeup that she broke a chisel trying to get it off last night.UnderstatementThe ironic minimizing of fact, understatement presents something as less significant than it is. The effect can frequently be humorous and emphatic. Understatement is the opposite of hyperbole.to spark the reader’s imagination, or make a pointed observationJonathan Swift’s A Tale of a Tub: “Last week I saw a woman flayed, and you will hardly believe how much it altered her person for the worse.”ImageryThe sensory details of figurative language used to describe, arouse emotion, or represent abstractions. On a physical level, imagery uses terms related to the five senses. On a broader and deeper level, one image can represent more than one thing.to illustrate an idea, a feeling, or the particular qualities of something; to produce a feeling or an idea; on the AP exam, pay attention to how an author creates imagery and to the effect of this imagery“The shivering increased as he pulled in and he could see the blue back of the fish in the water and the gold of his sides before he swung him over the side and into the boat. He lay in the stern in the sun, compact and bullet shaped, his big, unintelligent eyes staring as he thumped his life out against the planking of the boat with the quick shivering strokes of his neat, fast-moving tail. The old man hit him on the head for kindness and kicked him, his body still shuddering, under the shade of the stern.” – Hemingway’s The Old Man and the SeaAlliterationThe repetition of sounds, especially initial consonant sounds in two or more neighboring words.to create a memorable phrase; to reinforce meaning, unify ideas, supply a musical sound, and/or echo the sense of the passageThe first time the ship comes across sperm whales, the type of whale they are hunting in Moby Dick, Ishmael says, “Neither of those can feel stranger and stronger emotions than the man does, who for the first time finds himself pulling into the charmed, churned circle of the hunted sperm whale.”AllusionA direct or indirect reference to something which is presumably commonly known, such as an event, book, myth, place, or work of art. Allusions can be historical, literary, religious, topical, or mythical.to lend authority to an idea, to make an association with something the reader knows"I violated the Noah rule: predicting rain doesn't count; building arks does." –Warren BuffetAnaphoraOne of the devices of repetition in which the same expression (word or words) is repeated at the beginning of two or more lines, clauses, or sentences.to create a memorable, powerful effect, to reinforce an idea“"It's the hope of slaves sitting around a fire singing freedom songs; the hope of immigrants setting out for distant shores; the hope of a young naval lieutenant bravely patrolling the Mekong Delta; the hope of a millworker's son who dares to defy the odds; the hope of a skinny kid with a funny name who believes that America has a place for him, too." - Barack ObamaRepetitionThe duplication, either exact or approximate, of any element of language, such as a sound, word, phrase, clause, sentence, or grammatical pattern.to create a memorable, powerful effect, to reinforce an idea“Beyond the traits that fit into an intellectually defensible definition of nerd, there's a nerd tone, a nerd aesthetic. You know it when you see it: the indestructible-looking but nonetheless largely destroyed glasses, the pair of pleated shorts that exposes thigh, the childlike laugh, the intense self-seriousness. […]What is the history of the nerd? What are the different nerd subcultures like? […] I will take a serious approach to a subject usually treated lightly, which is a nerdy thing to do.” –American Nerd: The Story of My PeopleParallelismAlso referred to as parallel construction or parallel structure, it refers to the grammatical or rhetorical framing of words, phrases, sentences, or paragraphs to give structural similarity. This can involve, but is not limited to, repetition of a grammatical element such as a preposition or verbal phrase.to create a memorable, powerful effect, to reinforce an idea; to act as an organizing force to attract the reader’s attention, add emphasis and organization, or simply provide a musical rhythm."Our transportation crisis will be solved by a bigger plane or a wider road, mental illness with a pill, poverty with a law, slums with a bulldozer, urban conflict with a gas, racism with a goodwill gesture."- Phillip SlaterToneSimilar to mood, tone describes the author’s attitude toward his materialto communicate an attitude towards the subjectThe idea that people construct, or shape, their experience is an axiom, or fundamental principle, of social psychology. This line has a matter-of-fact tone.ConnotationsThe non-literal, associative meaning of a word; the implied, suggested meaning. Connotations may involve ideas, emotions, or attitudesto cast the subject in a particular light, to implyKitten is defined as “a baby cat,” but its connotation is of softness, warmth, and playfulness.?ApostropheA figure of speech that directly addresses an absent or imaginary person or a personified abstraction, such as liberty or love. It is an address to someone or something that cannot answer.To add familiarity or intensity“Milton!? Thou shouldst be living in this hour; ?England hath need of thee.”??????????? -William WordsworthDictionRelated to style, diction refers to the writer’s word choices, especially with regard to their correctness, clearness, or effectivenessHelps create an author’s style; for the AP exam, you should be able to describe an author’s diction (for example, formal or informal, ornate or plain) and understand the ways in which diction can complement the author’s purposeElevated diction: “Thus it is that when we walk in the valley of two-fold solitude, we know little of the tender affections that grow out of endearing words and actions and championship.”???? —Helen KellerFormal diction: “The two ideas are irreconcilable, completely and utterly inverse, obverse and contradictory!”????—F. Scott FitzgeraldIronyThe contrast between what is stated explicitly and what is really meant. The difference between what appears to be and what actually is true.to convey complexity; used to create poignancy or humorIn Julius Caesar, Marc Antony’s reference to Brutus being an honorable man is an example of verbal irony. Marc Antony notes all of the good deeds Julius Caesar did for his people while, more than once, he asks the rhetorical question, “Did this in Caesar seem ambitious?” Antony uses this rhetorical question to try to convince his audience that Caesar is not ambitious, presenting Brutus as a dishonorable man because of his claim that Caesar was ambitious.ParadoxA statement that appears to be self-contradictory or opposed to common sense but upon closer inspection contains some degree of truth or validityto point out an apparent contradiction“It was the best of times, it wasthe worst of times....” – Charles DickensAnecdoteA short narrative dealing with particulars of an interesting episode or event. The term most frequently refers to an incident in the life of a person.to provide a concrete example or humanize an abstract concept“I remember there came into our neighborhood one of this class who was in search of a school to teach, and the question arose while he was there as to the shape of the earth and how he would teach the children concerning the subject.? He explained his position in the matter by saying that he was prepared to teach that the earth was either flat or round, according to the preference of a majority of his patrons.”? —Booker T. Washington Up From SlaveryMetonymy/ synecdocheA figure of speech in which the name of one object is substituted for that of another closely associated with it/a substitution of a part for a wholeTo carry a more potent emotional impactMetonymy: one thing is represented by another thing that is commonly physically associated with it (but is not necessarily a part of it), i.e., referring to a monarch as “the crown” or the President as “The White House.”Synecdoche: To refer to a boat as a “sail”; to refer to a car as “wheels”; to refer to the violins, violas, etc. in an orchestra as “the strings.” SatireA work that targets human vices and follies or social institutions and conventions for reform or ridicule. Many devices used effectively by the satirist: irony, wit, parody, caricature, hyperbole, understatement, and sarcasm.To ridicule and inspire reform; good satire, often humorous, is thought provoking and insightful about the human conditionGeorge Orwell's Animal Farm is a political satire, with talking animals who plot to rule the world. Upon defeating Farmer Jones, they break out into an era of totalitarianism.SarcasmSarcasm involves bitter, caustic language that is meant to hurt or ridicule someone or somethingto ridicule or criticize; when done well, sarcasm can be witty and insightful; when poorly done, it’s simply cruel(Oddly enough, sarcastic remarks are often used between friends, perhaps as a somewhat perverse demonstration of the strength of the bond--only a good friend could say this without hurting the other's feelings, or at least without excessively damaging the relationship, since feelings are often hurt in spite of a close relationship. If you drop your lunch tray and a stranger says, "Well, that was really intelligent," that's sarcasm. If your girlfriend or boyfriend says it, that's love--I think.)InvectiveAn emotionally violent, verbal denunciation or attack using strong, abusive languageto ridicule, chastise, or convey contemptShakespeare describes Falstaff in Henry iv as a “sanguine coward, this bedpresser, this horseback breaker, this huge hill of flesh.”ParodyA work that closely imitates the style or content of another with the specific aim of comic effect and/or ridicule. As comedy, parody distorts or exaggerates distinctive features of the original. As ridicule, it mimics the work by repeating and borrowing words, phrases, or characteristics in order to illuminate weaknesses in the original.to offer enlightenment about the original The second image is a parody of the first.PersonificationA figure of speech in which the author presents or describes concepts, animals, or inanimate objects by endowing them with human attributes or emotionsto make the abstractions, animals, or objects appear more vivid to the reader“The wind stood up and gave a shout. He whistled on his two fingers.” “The Wind,” James StephensStyleAn evaluation of the sum of the choices an author makes in blending diction, syntax, figurative language, and other literary devices.To help convey an author’s purpose; we can analyze and describe an author’s personal style and make judgments on how appropriate it is to the author’s purpose. A science teacher might ask a student to write briefly and to the point, to say what he/she means clearly and avoid embellishment. This is a different style than might be asked of him/her in English class.Symbol/symbolismAnything that represents itself and stands for something else; usually a symbol is something concrete-such as an object, action, character, or scene-that represents something more abstract.To draw attention to an abstraction; on the AP exam, try to determine what abstraction an object is a symbol for and to what extent it is successful in representing that abstraction.The sea in The Old Man and the Sea may be seen as a symbol for life.SyntaxThe way an author chooses to join words into phrases, and sentences.To produce a specific effectJust as every writer uses some type of diction, every writer uses some type of syntax. And, as with diction, the more unusual it is, the more significant it probably is. Since syntax is one of the most difficult things to analyze and write about, we’re going to deal with it in much more depth throughout the year, but look for the length of sentences, the placement and content of clauses, the balance of sentences, etc.PathosThe author’s construction of an argument through appeals to emotion, whether it be fear, pity, or outrage through strong imagery, loaded language, striking detail, etc.To move the reader through their emotion to support their stance“He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.” —Declaration of IndependenceEthosThe author’s attempts to gain the trust of the reader, by building the credibility of themselves or their argument, through references to their own training/ experience or the citation of credible sources with training/ experience in the field. To gain the reader’s trust; to establish the text as credible, unbiased, and trustworthy.As ambassador to Saudi Arabia, I have a unique understanding of Arab perceptions of America. LogosThe use of facts, statistics, evidence, etc. in constructing an argument. The organization of the argument is also part of the argument’s logos.To build a case and support the stance of the work; to illustrate the author’s argument with tangible support.In fact, two in every six deaths in North America is smoking related. Every year, smoking kills more than 376,000 men and 242,000 women. Rhetorical Strategies: In ApplicationDirections: Find a passage from your non-fiction book that illustrates each of the rhetorical strategies listed here (defined in the glossary). Then, think carefully about how the use of that technique in your selected passage helps the author make an effective argument that achieves his/her purpose. Next, provide a thoughtful analysis articulating that concept in the “Analysis” column. Questions are provided in the analysis box to help guide your insights, but don’t feel compelled to answer every single question if they don’t seem to apply (but do not ignore them and merely summarize). Just make sure there is thoughtful analysis of each quotation, explaining how the rhetorical strategy helps the writer make his claims. NOTE: THIS HANDOUT IS FOR NOTETAKING ONLY SINCE THE REAL ASSIGNMENT WILL BE TYPED AND SUBMITTED TO .Rhetorical StrategyPassageAnalysisAllusionWhat is the context of the allusion? Explain the allusion. Why is it appropriate?AnecdoteHow do these stories help strengthen the author’s argument? What are their functions?Parallelism (underline the parallel structure)Explain where you see the syntactical similarities (quote the phrases that are parallel). What do these sentences/ phrases focus on? How does the parallelism create emphasis and what is being emphasized?Anaphora (please underline the repetition that is anaphora)Is repetition being used here for emphasis? What is being emphasized? What does the repetition do for the reading experience/ rhythm/purpose?Diction. Find a quotation that represents a particular kind of diction. What type of diction is being represented? ________Which words are especially effective? Why? (What are they associated with? Are they emotionally charged? How?)AnalogyIs the author making an extended comparison? What is being compared to what? Why does the point of comparison make an especially effective connection?Rhetorical StrategyPassageAnalysisConnotation/ DenotationWhich words have positive or negative connotation? Underline these words. What are other words that could be used that would change the tone, even though they mean the same thing? PathosWhat does the author use to persuade the reader on the level of their emotion/ compassion for the subject? Consider the emotions of fear, pity, anger, etc.EthosHow does the author establish the credibility of himself/herself as a writer or of his/her argument as a whole? What credentials does s/he hold? Does s/he cite credible sources to help strengthen the points? Where and why would the intended audience be impressed/ feel trust?LogosWhat is the evidence that the author uses to build his argument? Consider evidence, examples, studies, statistics, organization, etc. ................
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